The modeling of a 28-week course in Information Theory using IMS Learning
Design Level B specification proved its efficiency for describing complex learning scenarios. This
article briefly summarizes the method used to create the real-life unit of learning. The experiment
showed that, although various types of editing software and rendering engines are available, the
resulting production process relies too much on computer specialists to be adopted as a strategy at
the institutional level, and that the lack of integration exhibited by both the software and the
engines in terms of Virtual Learning Environments prevents large-scale deployment.